Speaker
Description
Post-secondary science courses, including physics, have a role to play in supporting equity and inclusion in STEM. The extent to which our courses have equitable outcomes influences which doors are open or closed, and to whom, and ultimately determines if we can address the need for diverse teams of skilled scientists and citizens to devise and implement effective solutions. The Canadian Consortium of Science Equity Scholars is a cross-discipline, multi-institution group of educators and researchers dedicated to enhancing equity in post-secondary science courses. By examining disaggregated sociodemographic data, we can pinpoint evidence of inequities in achievement and affective outcomes—in disciplinary and social belonging, self-efficacy, and course experience—that may lead to underrepresentation in the field. This research aims to address systemic barriers to student success and uncover ways to foster students’ sense of belonging in physics. In this presentation, I will share preliminary results from the initial year of data collection by the Consortium, highlighting outstanding questions suggested by the results.
| Keyword-1 | equity |
|---|---|
| Keyword-2 | belonging |
